State Assessment

Some Tests Are More Difficult Than Others

All tests are not created equal. Think of tests you took in school. Within a single class, sometimes a teacher gives a very hard test and sometimes an easy test. The same thing occurs with state tests. Some states have implemented very hard tests—others relatively easy tests. Consequently, state testing results can give different interpretations of how schools are “doing.”

Table 2 provides examples from Maryland and Texas. Note the large discrepancy between the percent of students passing or “proficient” on the state tests. Over 80% of Texas’ students passed while less than half of Maryland’s students passed. If we assume all tests are the “same,” then we would say that Texas has great schools and Maryland has terrible schools. However, this is certainly not the case. One difference is that the Maryland test was a performance assessment, and the Texas test was a multiple-choice test. Performance assessments are typically more difficult for students. Additionally, the criteria for “passing” are not set in stone but decided somewhat subjectively, and the criteria will vary by state.

It may seem odd to see a cut score for passing set at a very low level. If you are used to thinking in terms of a teacher’s 100-point grading scale, you might think that “passing” should mean about 70% correct. However, the percentage correct needed to pass a state test depends on how hard the items are. State tests sometimes include a number of “hard” items. The tests have lower cut scores (percentage correct), in part, because they need to differentiate between a “3” and a “4” student. High cut scores would make all the “passers” look like they were in the same category.

Keep in mind that the purposes of classroom tests and state tests are different. Classroom tests and report card grades give you information about how a student is doing relative to the teacher’s instructional goals for a reporting period and sometimes include credit for homework, neatness, participation, etc. State tests give you a picture of how the student does at the end of the year on a relatively small set of items (40-60) considered important by the state. Therefore, students’ classroom test results or report card grades may not match up exactly with state test scores. Most states whose parent materials mention grades recommend that if your child’s test performance is different from what his or her grades led you to expect (low test scores but good grades, or high test scores but poor grades), you should make an appointment to see your child’s teacher and/or school administrator or counselor (for example, see http://www.myscschools.com/news/2001/pact_q&a.htm ).

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